Advisor

Guido, Florence

Committee Member

Haefitz King, Rachel

Committee Member

Ku, Heng-yu

Committee Member

Fahey, Kathy

Department

Higher Education & Student Leadership

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

5-1-2013

Genre

Thesis

Extent

229 pages

Digital Origin

Born digital

Description

Conflict transformation theory provided a philosophical lens for this critical cultural, constructivist study, wherein four student conduct administrators who engage in leveling hierarchical relationships with students in conduct processes shared ways they make meaning of their professional practice. Through informal, unstructured interviews, a focus group, and photo-elicitation interviews, two broad themes emerged. Participants discussed how they level hierarchical relationships by mentoring and building trust with students, relating to students in the conduct process, contemplating self-reflection and mindfulness, empowering students, and providing welcoming spaces for student conduct practice. Identity dissonance, safety and surveillance, lack of student accountability, nature of the offence, retributive expectations, and near environment surfaced as barriers to equality in relationships between students and conduct administrators. Implications for professional practice include prioritizing social justice and cultural competency training, generating resources, and incorporating counseling attributes to student conduct practice. Implications for scholarship include addressing societal expectations and perceptions of the conduct process, social justice considerations and multiple identity development, and dynamics during the conduct hearing.

Degree type

PhD

Degree Name

Doctoral

Language

English

Local Identifiers

JacobsonHumphrey_unco_0161D_10237

Rights Statement

Copyright is held by author.

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